The Attitudes of Students From ESL and EFL Countries to English

This research is to study the attitudes of English students from English asa Second Language (ESL) and English as a Foreign Language (EFL)country in English and Foreign Languages University (EFL University),Hyderabad to English. This is a descriptive-quantitative research with asurvey method. The attitudes researched include those to listening,speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that theEnglish students in EFL University have neutral-to-positive attitudes toListening, positive attitudes to Speaking, positive attitudes to Reading,and poor attitudes to Writing. In addition, the English students from ESLcountry have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Penelitian ini bertujuan untuk meneliti sikap mahasiswa jurusan bahasaInggris yang berasal dari Negara yang menggunakan bahasa Inggris sebagai bahasa kedua (ESL) dan yang menggunakan bahasa Inggrissebagai bahasa asing (EFL) di Universitas Bahasa Inggris dan BahasaAsing (English and Foreign Languages University/EFL University),Hyderabad terhadap bahasa Inggris. Penelitian ini adalah penelitiandeskriptif-kuantitatif dengan menggunakan metode survey. Sikap yangditeliti termasuk sikap terhadap mendengarkan, berbicara, membaca, danmenulis. Data diperoleh melalui kuesioner yang terdiri dari 20pertanyaan. Hasil penelitian ini menunjukkan bahwa mahasiswa di EFLUniversity memiliki sikap netral ke positif terhadap mendengarkan, sikappositif terhadap berbicara, sikap positif terhadap membaca, dan sikapyang kurang positif terhadap menulis. Mahasiswa dari negara ESLmemiliki sikap yang lebih baik terhadap membaca (positif) danmenulis(netral) dan mereka yang berasal dari negara EFL memiliki sikapyang lebih baik terhadap berbicara (netral ke positif) dan mendengarkan(netral ke positif)


Introduction
Day to day, English becomes so familiar for people around the world due to its role as a lingua franca and an international language used in almost fields of life. International relationship, mass communication, business, education, politics, and others are established primarily using English. This condition then triggers people around the world to learn English, either for academic or specific purposes.
Because of the reasons, English study has become a branch of science with limitless knowledge discussed by linguists and learners.
English books have continuously been on the first rank publication of language books for years back and predictably for years after. Therefore, the development of methods and approaches to the teaching and the learning of English becomes one of the major expert attentions so as to make the English learning more successful and effective.
The teaching and the learning of English can never be aside from the four language skills (reading, writing, listening, speaking) and two language components (grammar and vocabulary). Teachers will have to have a lot of efforts in designing and developing their teaching methods and approaches to help students learn better. In addition, the learners will have to have several efforts in doing classroom as well as independent learning which are initially influenced by their own attitudes towards English.
The attitudes towards English are considered as a very basic as ZHOO DV FUXFLDO WR WKH VXFFHVVIXOQHVV RI VWXGHQWV ¶ OHDUQLQJ ,W LV EHOLHYHG that the attitudes consisting of the way the learners think, feel, and behave towardV (QJOLVK FRXQW IRU OHDUQHUV ¶ LQWHQWLRQ SURFHVV DQG VR result of English learning. Considering the importance of this phenomenon, the writer intends to investigate how far the attitudes of English contribute to the successfulness of their learning. Furthermore, the writer also compares the attitudes of learners from EFL and ESL countries since there are some universal differences in terms of their accessibility, environmental and educational supports towards English learning. In this study, the writer would like to figure out these following questions: (1) how far are the attitudes of English students in EFL University to English? (2) how far are the attitudes of English students from ESL country compared to those from EFL country? (3) how far are the attitudes of students from EFL country compared to those from ESL country?

Attitudes
'Attitude' is defined as the way in which a person thinks (cognitive component), feels (affective component), and intends to behave(behavioural component) towards something (Rajecki, 1982:33).
It underlines the summation of the three components united as a package of competence of a person who GHWHUPLQHV WKH VXFFHVVIXOQHVV RI RQH ¶V addressed effort. Further, Wenden (1991) explains that the cognitive component is made up of the beliefs andideas or opinions about the object of the attitudes; the affective one refers to the feelings and emotions that one has towards an object, 'likes' or 'dislikes', 'with' or 'against'; and finally, the behavioural component refers to one's consisting actions or behavioural intentionstowards the object.
Learning a language is closely related to the attitudes towards the languages (Starks &Paltridge, 1996). English language learning, similarly, is also an effort done by a learner towards the mastery of (QJOLVK IRU KLV RU KHU LQWHQGHG SXUSRVH ,Q UHIHUHQFH WR 5DMHFNL ¶V GHILQLWLRQ (QJOLVK OHDUQLQJ DWWLWXGHV ZLOO LQFOXGH OHDUQHUV ¶ WKLQNLQJ feeling, and behavior sprung during his English learning. Smit (1996) adds that language attitudes can be defined as strong positive or negative emotionsexperienced by people when they are faced with a choice between languages in a variety of situations or a variety of language learning.
2QH ¶V DWWLWXGH towards English either positive or negative, will then strongly influence his intention, orientation, effort, and result of his learning. .DUDKDQ DYHUV WKDW ³SRVLWLYH ODQJXDJH DWWLWXGHV OHW learner KDYH SRVLWLYH RULHQWDWLRQ WRZDUGV OHDUQLQJ (QJOLVK´; inferring that negative language attitude, in vice versa, will bear negative orientation.
In a further extension, this attitude can be broken down up to the branches of English skills, i.e., listening, speaking, reading, and writing.
This means that a learner can actually has a various type of attitudes in HDFK RI WKH VNLOOV 7KLV LV EHFDXVH RQH ¶V WKRXJKW IHHOLQJ DQG EHKDYLRU towards a particular skill may be different, slightly or strongly, from the other skills. Thus, it can be found that a learner probably has a good attitude in reading and or writing but poor in speaking and or listening.

English as a second language (ESL)
English as a second language (ESL) belongs to those whose English is a secondary language used for a particular purpose and in a particular situation. This English has a meaningful significance, yet, is not used as primary spoken language in daily communication. The users have their own language, either mother tongue or national language, used in everyday speaking. India, for instance, has ESL.

English as a foreign language (EFL)
English as a Foreign Language (EFL) belongs to those whose English is a foreign language used for a limit purpose and in a limit situation. This English has an occasional significance, so is used in a particular occasion, such as in English classroom, international symposium, etc. The users have their own language to use in everyday speaking. Countries such as Indonesia, Bhutan, Iran, Iraq, etc have their English as EFL.

Research method
Based upon the research procedures which had been conducted later on, this study is included into quantitative research (Sugiyono, 2008:v). In terms of the natural setting, this is included in a survey research (Sugiyono, 2008: 4). Survey research is used to find out facts from research setting naturally and the researcher uses treatments for collecting the research data. The treatments can be in the form of questionnaires, tests, structural interviews, and the like (Sugiyono, 2008: 6). As Cohen, at.al. (2000) says, Typically, surveys gather data at a particular point in time with the intention of describing the nature of existing conditions, or identifying standards against which existing conditions can be compared, or determining the relationships that exist between specific events. Thus, surveys may vary in their levels of complexity from those which provide simple frequency counts to those which present relational analysis.

Discussion
The questionnaires filled by the 20 respondents, and they were united to be recapitulated as a final data. Below are the final data together with their analysis presented in four parts based on each language skill.

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these 5 questions to be filled.These five questions were given to detect

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to speaking skill focusing on five components indicating the attitudes, i.e., their fondness (Q6), confidence (Q7), meaningfulness focus (Q8), commitment (Q9), and evaluation (Q10) toward English speaking. Using the criterion explained earlier in the research method, the data show that generally students have positive fondness (60%), positive confidence (65%), positive meaningfulness focus (55%), neutral-tonegative commitment (40%), and positive evaluation (65%) toward English listening. Further, in comparison with the perspective of students from EFL to ESL country, EFL students have better fondness, better confidence, lesser meaningfulness focus, similar commitment, and similar evaluation as ESL students do. Thus, it is said that generally the students have positive attitude towards English speaking, with almost the same level of attitudes of both ESL and EFL students.
As to explain, EFL students have better fondness in speaking session (70%) and have no doubts to speak in English (80%) compared to ESL students; though in average they also show good attitudes in this.
When speaking, half of them have confidence and think more ideas and

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confidence. The majority of both ESL and EFL students do not prefer to use English to their acquaintances or relatives. However, many have good mark in speaking evaluation (60%).
Using the criterion explained earlier in the research method, the data show that generally students have positive habit (50%), neutral primary fondness (50%), positive regular commitment (60%), negative/poor hard effort (40%), and positive evaluation (45%) towards English reading. Further, in comparison with the perspective of students from ESL to EFL country, ESL students have similar habit, better primary fondness, better regular commitment, better hard effort, and better evaluation than EFL students do. Thus, it is said that generally the students have positive attitudes towards English reading, but ESL students have better attitudes than EFL students do.  To add, the majority of ESL students, they are Indians, have gotten used to write in English (70%) and even 60% of them experience publishing their article, while only 20% of EFL students get used to write and similarly only 20% have experience in publishing their English writing. This is probably because, in India, English learning attempts more on reading and writing and schools give more practice and task on them. However, both ESL students and EFL students have good evaluations in English. Other same things are few ESL and EFL have regular habit on writing and feel challenged when writing English.

Conclusion
In conclusion, this study finally found that generally English students in EFL University have neutral-to-positive attitude towards English listening, positive attitude towards English speaking, positive attitude towards English reading, and negative attitude towards English writing. Further, students from ESL country have better attitude in Reading and Writing, and vice versa, students from EFL country have better attitude in Listening and Speaking. This finding then recommends that English learners need to create good habit and attitude towards English to make their English learning meaningful, effective and applicable, since the heart of a language is not to be learned as a science, but rather to be used in daily life, verbally and nonverbally.